CHAPTER I INTRODUCTION
1.1 Background of the Research
According to KTSP 2006, one of the standards competence of teaching English of speaking skill to first grader students of senior high school is to
make students able to express the simple instruction and information in their daily life context. In this case, students should be able to know how
to use the language. Therefore, to be successful in learning English, the students need to get opportunity to practice and use the language actively.
The facts stated above demands a responsibility of teacher. Harmer 2002 states that a teacher has to be a good controller to maintain the quality of language
use in the classroom. The teacher should pay attention to hisher way when talking to the students and hisher manner when interacting with them.
Relating to the role of teacher as a controller in the classroom, the teacher may use several
strategies to control the students’ language use. Hunt and Touzel 2009 suggest that one of the ways to control the students’ language use
in the classroom is by giving feedback. In this case, the teacher monitors and
controls the students’ performance on tasks and providing feedback on how well tasks have been completed.
In teaching speaking, the teacher’s feedback is required by the students to make them know their speaking ability and to motivate them to learn better. There are
several researchers who have conducted the studies related to feedback in teaching speaking. Kayi 2006 states that teacher is not recommended to
correct students’ pronunciation while they are speaking. While they are speaking, it is better for the teacher to observe and note some important information
about students’ performance. After students finish their speaking, teacher can give feedback immediately.
In addition, Saito and Lyster 2010 conducted a study on the effect of corrective feedback on L2 pronunciation. Based on his study, it is important that
teacher can immediately give feedback about students’ performance so the students can know and practice the correct form in response to their
teachers ’ model. They also emphasize that after students finish speaking,
teacher should immediately give feedback. They found that there was a significant result and a beneficial effect on students’ pronunciation development
after the students receive corrective feedback.
In relation to the feedback in teaching speaking to young learners, the teacher is not necessary to respond to all errors in correcting students’
speaking. Instead of correcting, it’s better for the teacher to handle the error by modeling and providing the students with correct grammar and pronunciation
Cameron, 2001.
Moreover, Cameron 2001:212 adds that it is better for teacher to deliver feedback in foreign language. It helps young learners learn the phrases that
they can use with their friends.
In short, the teachers need to give young learners constant and supportive feedback on their learning. The feedback helps young learners to understand how
to control their own learning and progress.
However, the teacher’s lack of understanding the nature of feedback makes the feedback ineffective to improve
students’ learning progress. Most teachers often think that feedback is given to students who make mistake to
correct their mistakes. In fact, feedback can also be given to motivate students to do better and to praise students for doing something good. Based on study
conducted by Hunt and Touzel, 2009:25, they state that teachers, who regularly give feedback to the students regarding the accuracy and the
appropriateness of their work, have higher-achievement students. The feedback not only result in increasing students’ achievement but also in increasing
students’ motivation.
The are several researchers who conduct the research of teacher’s feedback using
the Tunstall and Gipps’ typology 1996:395-401. One of them is Knight 2003 who conducted a study toward teacher’s feedback in vocational high schools.
He found that the teachers’ feedback were mostly general and tended to
reflect students’ effort and attitude rather than the actual learning that had occurred.
Even though, feedback is important in enhancing students’ achievement, the
study in the feedback field has not well conducted. Thus, this study is important to explore how the feedback are given by teacher to the students
in teaching speaking and the students’ responses toward the teacher’s feedback. In short, this study is expected to give a brief description about the use
of feedback by the teacher.
1.2 Research Problems
Kategori